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Artistic
Development |
Rhythm
/ Dynamics |
The Step Dance
one little step ; that's right
two little steps; left right
now lets jump; two feet
twirl around; nice and neat
hand in hand; partners go round
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[e ee e g e ]
[f ff f a e ]
[g gg b g ]
[a aa c cc ]
[b db ac g a] |
- start by having children clap hands or stomp feet to a simple beat
(1,2, 34)
- step forward and back on "that's right" / "left
right"
- step side by side on "two feet"
- twirl around
- take partner's hand and dance around in circle
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Percussion Activity play follow the
leader, marching to different rhythms and dynamics
(loud/soft) |
- demonstrate different rhythms and dynamics while standing
on-the-spot
- use techniques while marching/moving
- children can take turns to lead the activity once they have a good
understanding of variations
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The Drum Walk Walk, walk, walk,
When the drum says walk,
When the drum says stop
We stop. |
- use a drum to create a steady slow rhythm (1
2 3 4 )
- have children say "sh" to the beat, then clap to the beat,
and then stomp feet to the beat
- children then walk or march to the beat of the drum and stop when
the drum stops, raising hands in the air signifying "stop"
then continue moving when drum continues
- children can take turns using the drum --demonstrating steady beat
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Hot and Cold select something to be
"it" and hide the object while the detective is out of room or
has eyes covered
using rhythm or dynamics as cues (hot and cold) assist the detective to
find the hidden object |
- sing, clap hands, or play an instrument in varying methods
- ex. high / low
- ex. loud / soft
- ex. fast / slow
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Notation |
Traffic Signs
- children pretend to be driving cars
- using large symbol cards as traffic signs, direct traffic
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create traffic signs for
- whole note
- half note
- quarter note
- eighth note
- rest
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- have children decorate their own personal license plate and use a
paper plate for a steering wheel
- children travel around area (indoors or outdoors)
- signs (held up) indicate speed to travel
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Keyboard Twister |
- create a keyboard one octave long using chalk on pavement, tape on
floor, or sewn material
- create a twister board identifying foot/ hand as well as letter of
keyboard (c, e, f etc.)
- play game as you would 'Twister"
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Rhythm Chant "leather mitten,
leather mitten, beanbag, cup"
(repeat sequence twice) |
sample items:
- leather mitten
- soapy water
- running shoe
- beanbag
- cup
(thanks to Miranda for this activity as well as other activities she had suggestions for)
(try it with letters to improve literacy skills: w,w,
st, c)
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- gather two sets of each item (having names of 1 -4 syllables long)
- place the objects in a box or bag and have children select 4 items
to create the chant with
- each object name gets one full beat (1/4 note)-- so "leather
mitten" has to be said quickly (1/16 notes)
- try doing it with clapping and chanting, and then just clapping
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Singing |
Sing the Scale while
climbing/descending stairs, sing the scale according to which direction
you are going |
- this is a fun little activity to do with a child while holding their
hand on the stairs
- the child can determine which direction to go at first while the
adult sings, until they understand the scale and the process
- you can adapt the rhythm as you step up and down, and don't forget
to take two steps at a time on occasion
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Name Song Sing everyone's names
varying the notes for each syllable |
Other
Songs |
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Simon Says Simon Says "sing
high" etc. |
- select a word or phrase to sing
- sing according to the directions given by "Simon"
- high, low, loud, soft, fast, slow
- use proper terminology (below)
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adagio
= a slow pace
andante = moderately slow
andantino = less moderately
allegro = quick and lively
allegretto = moderately quickly
largo = broad and slow
larghetto = less than largo
lento = leisurely slow
moderato = moderate time |
presto
= faster than allegro
prestissimo = very fast time
crescendo = gradually louder
decrescendo = decreasingly
diminuendo = gradually softer
estindo = barely audible
forte-piano = loud then soft
forte = loud
fortissimo = very loud |
Creative
Movement |
(see
Creative Movement Page)
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Instruments |
Instrument Bingo play bingo using the
different types of instruments
(ex. woodwinds/ brass etc) |
- create bingo cards
- discuss types of instruments and their sounds
- draw a card indicating the type of instrument or...
- play an instrument (behind a screen or from a cassette)
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Appreciation |
Balloon Music listen to music through
a balloon. How does this affect the sound? |
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Paint a Song play a piece of classical
music or other style;
have children paint the picture it created in their minds |
- vary the types of music... how are they different?
- listen to two pieces then re-listen to each painting a picture
following each piece
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Painting variation create a mural
together with "designs" that match the music --not restricted to
a picture |
- encourage children to create quickly and intuitively
- the marks can be big and wild if it feels right
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Mystery Sounds using metal spoons and
wooden spoons as mallets create and record sounds around the house that
are 'PLEASANT' to hear |
- create sounds and discuss timbres and rhythms created
- discuss whether everyone likes the sound created or not and why
- tape the sounds and later play it back and tell how the sound was
created
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Classical Kids play one of the 8
cassettes/cds which mix music with music history regarding the great composers |
(Cassette--above)
Order it through
CHAPTERS!
(CD--below)
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listen to the story and discuss how does the
music affect the story? Very
powerful storytelling along with music appreciation and history. |
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Rehearsal Visits visit a group's
rehearsal (with permission)
-check out choirs, bands, symphonies, dance companies etc.
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- ask permission to visit a group's rehearsal time
- listen to the conductor's directions
- watch and listen to the participants
- discuss after --making note of what children attended to
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Personal Tape create your own personal
tape of favourite music |
Remember: copyright protects the
author/composer/performer
we love to hear the music, so honour the copyright laws -purchase the
originals so they can afford to create more! |
- listen to a variety of music --from classical to jazz and discuss
preferences etc.
- add the favourites to a tape (making a list of titles, composers and
performers)
- continually add to this library
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